第三篇 =QS%D*.|D
Children live in a world in which science has tremendous importance. During eJ+@<+vr;x
their lifetimes it will affect them more and more. In time, many of them will work at &e)V!o@wJV
jobs that depend heavily on science --- for example, concerning energy sources, EK2mJCC|
pollution control, highway safety, wilderness conservation, and population growth, vR*p1Kq:
and population growth. As taxpayers they will pay for scientific research and 9^g?/8
exploration. And, as consumers, they will be bombarded (受到轰击) by advertising, @ XQItc<
much of which is said to be based on science. Gc,6;!+ (
Therefore, it is important that children, the citizens of the future, become *o6hDhg
functionally acquainted with science---- with the process and spirit of science, as well rcUJ OI
as with its facts and principles. Fortunately, science has a natural appeal for ?.Lq
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youngsters. They can relate it to so many things that they encounter ---- flashlights, &`I7aP|
tools, echoes, and rainbows. 6rBP,\m
Besides, science is an excellent medium for teaching far more than content. It
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can help pupils learn to think logically, to organize and analyse ideas. It can provide ,d@FO|G#pt
practice in communication skills and mathematics. In fact, there is no area of the Rj!9pwvT
curriculum to which science cannot contribute, whether it be geography, history, ('1]f?:M
language arts, music, or art! UH`cWVLpr
Above all, good science teaching leads to what might be called a “scientific 8iUY
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attitude.” Those who possess it seek answers through observing, experimenting, and t~M0_TnXlP
reasoning, rather than blindly accepting the pronouncements of others. They weigh E-v^eMWX
evidence carefully and reach conclusions with caution. While respecting the opinions *('Vyd!n
of others, they expect honesty, accuracy, and objectivity and are on guard against 6Sz|3ms
hasty judgments and sweeping generalizations. All children should be developing this Dio)orc
approach to solving problems, but it cannot be expected to appear automatically with %*];XpAE
the mere acquisition of information. Continual practice, through guided participation, MuF{STE>->
is needed. (293 words) ZZrv l4h
36. One of the reasons why science is important for children is that many of them W.nr&yiQ
will _____. )-^[;:B\k"
A. work in scientific research institutions _j2q
B. work at jobs closely related to science C. make the final decision in matters #ba 7r
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concerning science 'J8Ga<s7C
D. be fund-raisers for scientific research and exploration ,qwV
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37. There is no doubt that children like learning science because_____. ?X@uR5?{
A. science is linked with many of the things they meet B. science is a very easy u9j1>QU
subject for them to learn 09J,!NN
C. they encounter the facts and principles of science daily D. they are familiar sI`oz|$
with the process and spirit of science IHwoG(A~<
38. Pupils can learn logical thinking while _____. ]23+ d/
A. practicing communication skills &
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B. studying geography ONMR2J(
C. taking art courses ^K 0oJg.E
D. learning science 39. People with a scientific attitude ____. y*T@_on5
A. are ready to accept the pronouncements of others ]%Lk#BA@A
B. tend to reach conclusions with certainty ^%NjdZuDO
C. are aware that others are likely to make hasty judgments 8gJ g7RxL
D. seek truth through observation , experimentation and reasoning 40. In the ?O
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passage the writer seems to ______. ; aDYw [
A. prove that science is a successful course in school Sr+ &
B. point out that science as a course is now poorly taught in school 3j\Py'};
C. suggest that science should be included in the school curriculum D. predict @5{h+^
that children who learn science will be good scientists B~`:?f9ny5
36-40 B A D D C
